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ALT1 Ecosystems & Biodiversity: Explain how ecosystems respond to disturbances and interactions
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Academic Supporting Target (AST)Highly Proficient (4)Proficient (3)Nearly Proficient (2)Developing Proficiency (1)Clarification Statement /Assessment Boundary
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AST 1.1 Investigating Biodiversity: Plan and conduct an investigation that uses mathematical representations to support explanations about factors affecting biodiversity and populations in ecosystems of different scales. (HS-LS2-2)See ALT8 Inquiry RubricSee ALT8 Inquiry RubricSee ALT8 Inquiry RubricSee ALT8 Inquiry Rubric
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AST 1.2 Human Impact: Design a solution for reducing the impacts of human activities on the environment and biodiversity. (HS-LS2-7 and HS-ESS3-4)-The design of the prototype is explained thoroughly. It is testable and safe, even if it doesn't work. It meets the vast majority of the criteria and constraints.-The design of the prototype is explained clearly. It is testable and safe, even if it doesn't work. It fits most of the criteria and constraints.-It is somewhat clear how to build the prototype. It is not necessarily testable or fits only some of the criteria or constraints.-It is unclear how to build the prototype. It is not testable and most criteria or constraints are not met.
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AST 1.3 Informational Text: Read and use informational texts about ecological interactions.Consistently and accurately interprets informational texts to answer relevant questions (5/5)Accurately interprets informational texts to answer relevant questions most of the time (4/5)Accurately interprets informational texts to answer relevant questions some of the time (3/5)Accurately interprets informational texts to answer relevant questions rarely (<3/5)
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AST 1.4 Carrying Capacity: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. (HS-LS2-1)Student meets proficiency plus:
-Revise the explanation(s) based on new evidence about how factors affect
biodiversity and populations (e.g., data illustrating the effect of a disturbance within the ecosystem).		Student is able to:
-Accurately interpret data regarding ecosystem abiotic and/or biotic factors and their impact on populations
-Explain the effects of both biotic and abiotic factors on biodiversity and population size, as well as on the interactions of ecosystems on
different scales.
-Predict with reasoning how the carrying capacity of a population would change given changing factors 		Student is mostly able to: -Accurately interpret data regarding ecosystem abiotic and/or biotic factors and their impact on populations
-Explain the effects of both biotic and abiotic factors on biodiversity and population size, as well as on the interactions of ecosystems on
different scales.
-Predict with reasoning how the carrying capacity of a population would change given changing factors 		Student is still learning to: -Accurately interpret data regarding ecosystem abiotic and/or biotic factors and their impact on populations
-Explain the effects of both biotic and abiotic factors on biodiversity and population size, as well as on the interactions of ecosystems on
different scales.
-Predict with reasoning how the carrying capacity of a population would change given changing factors 		[Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.] [Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.] BSD Goal, There are multiple ways to approach this target. Choose a few and go to depth rather than terach a broad spectrum of factors that are taught shallowly.
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AST 1.5 Stability & Change: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. (HS-LS2-6)Student meets proficiency plus:
-Give a rationale for why a changing factor causes a moderate versus an extreme change
-Evaluate the validity and/or reliability of evidence		Student is able to:
-Use evidence to make claims with reasoning about how changing some factors have large effects on ecosystems and some only cause small changes
-Identify strengths and weaknesses of those claims using evidence with reasoning
Student is mostly able to: -Use evidence to make claims with reasoning about how changing some factors have large effects on ecosystems and some only cause small changes
-Identify strengths and weaknesses of those claims using evidence with reasoning		Student is still learning to: -Use evidence to make claims with reasoning about how changing some factors have large effects on ecosystems and some only cause small changes
-Identify strengths and weaknesses of those claims using evidence with reasoning		[Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise.]
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